TRAVIS HOMENUK

I hated university in my first year, probably because I loved high school. In fact, I ruled at high school. I may not have been the kid getting drunk or high behind the garbage cans at lunch, but I was involved and had one hell of a good time.

When I came to the University of Saskatchewan, I did not intend to get involved in anything like I had in high school. I had already experienced years of being the involved kid, whether it was SRC shenanigans, drama productions or hiking trips. I thought, “I’ll just do school for once.”

This plan was an epic failure.

Reflecting on my first year of university, I tried to decide why it was that I didn’t care for the hustle and bustle of this institution. Simply put: classes were too big, no one took the time to learn my name and I felt as though I’d lost that sense of community I’d loved and thrived on for years.

In my third year of university a friend introduced me to the PAL program, or Peer Assisted Learning for those who don’t do acronyms. Within PAL there are numerous subdivisions, from learning communities to U-Speak to study skills to writing help — plus more!

On a whim I decided to apply and take part in PAL during my fourth year. Although I thought university sucked in my first year, I figured I could at least try and make that inaugural experience worthwhile for a new shipment of academic minds, fresh off the high school production lines.

We are often herded into post-secondary institutions without any true guidance or assistance. We’re tantalized by entrance scholarships and exciting future possibilities. For many, moving away from home is also a large part of the university experience.

However, no one prepares us for what we’re supposed to do once we get here. (Dicks!) I feel like high schools need a class simply to help students make the transition from the handholding ways of high school to the Miss Independent, Kelly Clarkson ways of university.

By now we all know that professors don’t care if we come to class. Many of them don’t care that Grandma died or that you were struck by lightning. Oh no, you need a doctor’s note for that shit. So often they just want our dollar, dollar bills y’all. It’s sad but true, and we can make this work to our advantage.

Oddly enough, the one thing I’ve learned best in university is how to do the minimum amount of work for the highest, most satisfactory grade. And yes, I’m quite aware this is a terrible attitude to have, but how many students actually read everything for their classes? Do you read articles through fully for papers, or do you skim them to find the best quotes? We all do the latter, so don’t feel ashamed.

Perhaps these tips aren’t particularly useful or constructive for students looking for some help, but isn’t it best to be honest? Why pretend post-secondary education is all hunky dory when it can very well be hell in a handbag.

I don’t know if this makes me a good peer mentor or the worst one possible. But I do know that this much is true: I had a marvellous time being a peer mentor, and I continue to keep in touch with the students who were in my learning community.

During our term together, we shared in the nearly lost art of collaborative learning. Indeed, we learned each other’s names, a basic part of human interaction that is nonetheless often ignored at university; we talked about school, classes, our worries and where to go for help of any kind. These weekly meetings kept me sane this year, and I certainly hope they had the same effect for my students.

I was also lucky enough to have a great co-mentor who made my experience all the more thrilling. Those in charge of the PAL program do great things for this campus, and I hope no jobs are lost in their department with all of the cuts swooping through the U of S like birds of prey. We need to employ these people to keep students involved and happy. Without them it’s impossible to say how many students will feel like I did in my first year, unattached and unhappy.

PAL definitely helps students, who are primarily in their first year, transition into this no-name academic world, providing that sense of connectedness not always found on campus.

Admittedly, though, PAL isn’t all smooth sailing. As a full-time student, having a learning community felt like having a sixth class at times. My co-mentor and I also had to meet once a week to plan and we had a weekly meta-meeting with other co-mentors on top of our regular learning community hour. It was a true test of my time management skills.

Although it may have been a struggle at times, PAL was a positive experience for me. I learned a lot about myself and helped make the first-year experiences of nervous students an enjoyable one — I think.

Thus I encourage others to be a PAL in the upcoming school year. Applications are due March 23. It’ll look great on your resume, you get a free sweater and a few free meals here and there.

But most importantly, being a PAL will improve both yourself and the broader campus community. Just do it.

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Illustration: Stephanie Mah